Abstract
In 61 children with learning disabilities having difficulties in Kanji writing, there are six processes until the copying of the sample kanji, （1)Transition of gazing point, （2)Memory of figure, （3)Components of kanji, （4)Stroke order, （5)Writing movement, and （6)Results of visual copying. For the tendency of stumbling in, a hierarchical cluster analysis was performed based on the results of 10 tests （13 items), and they were divided into 4 groups. Kruskal-Wallis analysis was performed to understand the collective characteristics of the four groups obtained. As a result, the 1st cluster was （1)Transition of gazing point, （2)Memory of figure, （5)Writing movement, the 2nd cluster was （1)Transition of gazing point, （3)Components of kanji, and the 3rd cluster was （2)Memory of figure・（3)Components of kanji・（4)Stroke order・（5)Writing movements, and the 4th cluster was a group in which there were problems in the process of （1)Transition of gazing point. It is important to supplement the processes that children who have difficulty in kanji writing are not good at, and to provide learning support tailored to their characteristics. However, in school sites where it is difficult to make detailed evaluations of the visual copying for children with learning disabilities, which are often present in regular classes, learning support that supplements the entire visual copying process is necessary.
